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TEAL - Teaching English as an Additional Language (TESL/TEFL)
The master of arts (MA) program is designed for educators working with English as additional language learners in a variety of local and international educational settings. The program will provide students with advanced knowledge of theoretical, research and practical issues in teaching English language learners.
Admission Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the SFU Calendar. Normally, two years of full-time classroom teaching experience is required for admission to the program. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated. Students will initially be admitted to the MEd course work/comprehensive examination program.
Admission is granted to a specific degree and to a particular program or specialization. Application information is available from the Faculty of Education.
Transfer from the MEd Program
After successful completion of three of the courses below, including at least two of EDUC 824, 825, 856, students who were admitted to the master of education program may, on the supervisor's recommendation, in consultation with the instructional team and with the approval of the graduate programs director, transfer into the master of arts program.
Program Requirements
This program consists of courses and a thesis for a minimum of 43 units.
Students must complete
Major trends in English as an additional language education theory and practice, current understandings of different aspects of language instruction and debatable issues prominent in teaching English as an additional language (TEAL) research.
A survey of major theories of Second Language Learning (SLL) to date, including the conceptualizations of language, learning and the learner, and their applications and implications in second/additional language teaching and learning in various contexts over time and today.
Course activities will be structured for participants to consider recent formulations of learners as agents as well as subjects of culturally constructed, socially imposed worlds. Participants will examine a number of ethnographic descriptions of the experiences of learners in a variety of communities, noting in particular their use of diverse mediations/tools, including language. Participants will consider these ideas in relation to their own educational communities and develop plans for research activity in those sites. Equivalent Courses: EDUC713.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| G031 |
Joel Heng Hartse |
May 6 – Aug 2, 2024: Wed, 10:30 a.m.–3:20 p.m.
|
Burnaby |
and one of
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| G001 |
May 6 – Aug 2, 2024: Tue, 4:30–9:20 p.m.
|
Burnaby |
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| G031 |
Sean Blenkinsop |
TBD |
An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.
Participants will critically examine how language intersects with nation-states, race, class, religion, gender, sexuality, and ability, among other social categories, to perpetuate multiple forms of inequality in various social institutions, such as mass media, home, school, church, workplace, and law and the judicial system. Participants will juxtapose academic articles with personal experiences and observations, as well as media representations and public discourses, to explore equity issues related to language in education and society in local, national and global contexts.
The narratives of teachers of minority and Anglo-European ancestry will provide insights into how teachers work within and beyond normative institutionally prescribed roles to define and implement positive social and educational changes for their students. Equivalent Courses: EDUC712.
Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.
and one research methods course for a minimum of five graduate units, to be decided in consultation with the supervisor
and a thesis
Program Length
Students are expected to complete the program requirements within nine terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.